|Registration Deadline:||March 17, 2017 2 months ago|
|To apply for Funding you must register by:||December 15, 2016 5 months ago|
|Location:||MSRI: Simons Auditorium, Baker Board Room, Atrium|
- Aditya 'Adi' Adiredja (University of Arizona)
- Aditya Adiredja (University of Arizona)
- Deborah Ball (University of Michigan)
- Victoria Bonaccorso (Montclair State University)
- Lauren Brady (Park East High School)
- Sylvia Celedón-Pattichis (University of New Mexico)
- Haiwen Chu (WestEd)
- Michael Driskill (Math for America )
- David Eisenbud (MSRI - Mathematical Sciences Research Institute)
- Esther Enright (Boise State University)
- James Epperson (The University of Texas at Arlington)
- Rochelle Gutierrez (University of Illinois)
- Victoria Hand (University of Colorado at Boulder)
- Dave Henry (University at Buffalo (SUNY))
- Nicole Joseph (Vanderbilt University)
- Elizabeth Kent (Buffalo Public Schools)
- Eileen Murray (Monclair State University)
- Rebecca Perry (WestEd)
- Joi Spencer (University of San Diego)
- Elizabeth van Es (University of California, Irvine)
- Dorothy White (University of Georgia)
- David Wilson (SUNY Buffalo State)
- Nilam Yagielski (Sweet Home High School)
- Darryl Yong (Harvey Mudd College)
Success rates in mathematics as well as recruitment and retention rates in the mathematics pipeline are low at all education levels and are, across predictable demographics, disproportionately low for students who are women, Latin@, Black, American Indian, recent immigrants, emergent bilinguals/multilinguals, and poor. Efforts to address these low rates often focus on programmatic solutions such as creating mentoring or bridge programs to address perceived deficiencies. While these programs achieve some success, evidence suggests that they may not substantially improve students’ subsequent success in mathematics or meaningfully address the ways that students experience mathematics instruction.
The 2017 CIME workshop will focus on observations of mathematics classrooms through the lens of equity. Specifically, we will use observation as a tool for understanding and improving imbalances of access, participation, and power in mathematics teaching and learning. In doing so, we seek to better understand students’ experiences in mathematics classrooms in order to improve academic success, recruitment and retention, and meaningful experiences for historically marginalized populations.
Five questions structure the highly interactive design of the workshop:
- What does it mean to create an equitable classroom environment? How can the structure of classroom interactions lead to imbalances of access, identity, and power in mathematics teaching and learning? How can such structures be rebuilt to better serve all students?
- How might observations of mathematics instruction help us to identify power dynamics in classrooms? What language is helpful to describe interactions in mathematics classrooms? What might we learn from observations about how culture and identity are developed for some students but not others? What do classroom observations reveal about how instruction supports or discourages engagement in mathematics for students of different backgrounds?
- What does it mean to observe interactions in a mathematics classroom with an eye towards equity? What language is helpful to describe interactions in mathematics classrooms? How do we observe and describe interactions among students, between students and mathematics, between students and instructors, and between students and resources (i.e., textbooks, computers, chalkboards, manipulatives)?
- What professional experiences can support mathematics instructors to learn how to observe for, describe, interpret, and productively address interactions in the mathematics classroom from the lens of equity? What professional experiences can support mathematics instructors to increase the number of equitable interactions and decrease the number of inequitable ones in their classrooms?
- What measures might be useful in tracking our progress in learning to see, describe, interpret, and productively address (in)equitable interactions in mathematics classrooms? What measures and tools might be useful in tracking the impacts on instruction and student learning? How might we develop infrastructure to help with this work (video library, faculty resources, etc.)?
To apply for funding, you must register by the funding application deadline displayed above.
Students, recent Ph.D.'s, women, and members of underrepresented minorities are particularly encouraged to apply. Funding awards are typically made 6 weeks before the workshop begins. Requests received after the funding deadline are considered only if additional funds become available.
MSRI has preferred rates at the Hotel Durant, depending on room availability. Reservations may be made by calling 1-800-238-7268 OR directly on their website. When making reservations, guests must request the MSRI preferred rate. Click on "Promo/Corporate Code" at the top of the page and enter the code 123MSRI (this code is not case sensitive).
MSRI has a preferred rate at the Hotel Shattuck Plaza, depending on room availability. Guests can call the hotel's main line at 510-845-7300 and ask for the MSRI- Mathematical Science Research Inst. discount. To book online visit this page. Click on "Promo/Corporate Code" at the top of the page and enter the code MSRI (this code is not case sensitive).
MSRI has preferred rates at the Berkeley Lab Guest House, depending on room availability. Reservations may be made by calling 510-495-8000 or directly on their website. Select "Affiliated with the Space Sciences Lab, Lawrence Hall of Science or MSRI." When prompted for your UC Contact/Host, please list Chris Marshall (email@example.com).
MSRI has a preferred rates at Easton Hall and Gibbs Hall, depending on room availability. Guests can call the Reservations line at 510-204-0732 and ask for the MSRI- Mathematical Science Research Inst. rate. To book online visit this page, select "Request a Reservation" choose the dates you would like to stay and enter the code MSRI (this code is not case sensitive).
Additional lodging options may be found on our short term housing page.
Mar 15, 2017
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Mar 17, 2017